Field Experiences As Meaningful Contexts for Learning about Learning

A strategy was investigated for integrating the learning of educational psychology concepts with exposure to real-life classroom applications. In conjunction with regular course activities, 68 preservice teachers participated in 12 hours of public school field experiences. Half the sample were oriented specifically to observe and describe applications of selected learning and teaching concepts in the classes attended. The other half, used as a control, identified applications of the same concepts, but without orientation to use field experiences as a context. Results indicated a clear superiority of the experimental strategy on achievement tests for knowledge of definitions and ability to recognize new applications. Inferences are drawn regarding the potential of using field experiences to promote learning and increase relevancy of content taught in educational psychology.